Valerie Higgins The University of Montevallo Course of Study StandardsMathematics (2009) Grades 9-12 Algebra I ACOS 11.

1 Solve problems algebraically involving area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of right circular cylinders or right rectangular prisms. StandardsMathematics (2009) Grades 9-12 Algebra II ACOS 13.1 Solve coordinate geometry problems using algebraic techniques. StandardsMathematics (2009) Grades 9-12 Geometry ACOS 3.1 Justify relationships among different classes of polygons using their properties. ACOS 10.1 Use inductive reasoning to make conjectures and deductive reasoning to justify conclusions. StandardsScience (2005) Grades 9-12 Physics ACOS 8.1 Summarize similarities in the calculation of electrical, magnetic, and gravitational forces between objects. StandardsEnglish Language Arts (2007) Grade 9 ACOS 3.1 Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. ACOS 3.2 Organizing steps of a process and other sequences. ACOS 3.5 Following complex written directions. StandardsEnglish Language Arts (2007) Grade 10 ACOS 3.2 Following complex or embedded directions. ACOS 3.4 Determining main idea and supporting details in informational and functional reading materials. StandardsEnglish Language Arts (2007) Grade 11 ACOS 3.1 Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. ACOS 3.4 Applying advanced knowledge of context clues and structural analysis to determine word meaning. StandardsSocial Studies (2004) Grade 9 World History: 1500 to the Present ACOS 6.1 Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment. StandardsSocial Studies (2004) Grades 9-12 Contemporary Issues ACOS 4.1 Analyze the impact of scientific and technological changes in the United States on the world. StandardsArts Education (2006) Grades 7-12 Visual Arts: Level III ACOS 5.1 Apply the four-step process of critical analysis to works of art, including describing what is seen, analyzing how each artist arranged the elements of art and principles of design, interpreting expressive intent and purpose, and judging the effectiveness of communication.

Details Concurrent Skills/Competency Focus Making connections across curriculum by integrating history, reading and writing, the arts, and experimental science into the math classroom. Focus on reading (using context clues to define unknown words) and following complex directions. Using math journals to write comments, make predictions, and compare predictions to outcomes. Instructional Objectives TSW read and follow directions to make a Mobius strip. TSW explore properties of the strip and make predictions based on previous knowledge. TSW record comments, predictions, and outcomes in the form of a journal (which will be used for assessment). Instructional Procedures Phase IPre-Reading This phase serves as a set. TTW introduce Mobius strip by explaining that it is a unique object that someone named Mobius discovered. TTW discuss how normal objects have multiple sides (a sheet of paper has a front and a back, a box has an inside and an outside). TTW inform that a Mobius strip has only one side of its surface and one edge. TTW pass out the reading and instructional handouts to each student. TTW ask students to define component, non-orientable, and analogous based on root words and previous knowledge. TTW write these definitions on the board. TTW guide students to words that are defined within the passage, including paradromic rings and chiral. TTW guide the students to recognize how the text is divided into sections with headings. TTW ask the students of what they expect each paragraph to inform them. TTW inform the students that after reading, TSW create a Mobius strip and explore the properties mentioned in the passage, recording their comments, predictions, and observations in a journal. Phase IIConcurrent Reading TSW underline words that are hard to understand. After each paragraph, TSW reread to define words in the margin. TSW write a sentence summarizing each section of the passage. TSW take notes on what they expect will happen when they experiment with the Mobius strip in the next step. Phase IIIPost-Reading TSW get in groups of two or three (student-chosen) to read each others summary statements.

TSW (continue in groups) read and follow the directions on the second handout to make their own Mobius strips and explore the properties read in the passage. TSW create a journal (beginning with the summary statements from the passage) describing observations about the strip (and each property explored); making predictions about what would happen if a line was drawn along the middle, if cut along the center, if cut 1/3 from the edge, if there were two half-twists instead of one; recording outcomes of each property in the instructions. TSW record observations of M.C. Eschers Ants as the last journal entry. This will serve as lesson closure.

Materials and Resources Reading and directions handouts for each student. Blank copy paper for each student (to make strips), scissors and tape. Notebook paper and pencil for journaling. Assessment Assessment based on journal entries. Assignment Assignment includes following the directions on the handout and creating a journal to record comments, predictions, and outcomes for each step. Adaptations, Accommodations, Modifications Exceptionality/Academic A student with trouble reading may partner with someone who can read directions to him/her. Social TTW modify groups as necessary around students with social or behavioral needs. If there is a student without a disability who understands (maybe grew up with) the needs of a particular student, they will be grouped together. Otherwise, the teacher will spend one-on-one or one-on-two time with students. Behavioral There are no students with behavioral issues or disabilities in my classroom. Environmental Students with a physical disability may use a computer (or similar aid) for journaling, or may dictate to another student. Technology Integration TTW project a picture of M.C. Eschers work Mobius Strip II using a laptop and LCD projector. Attachments The Mbius Strip Sources Mobius Strip. (n.d.). Wikipedia. Retrieved March 30, 2011, from en.wikipedia.org/wiki/Mbius_st